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MOOC 2
Child-Centred Coaching & Physical Literacy
Chapter 2:
Making Sport Inclusive
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MOOC 2: Child-Centred Coaching & Physical Literacy
Study Guide
An Intellectual Output of iCoachKids: Innovative Education & Training for a Specialist Children &
Youth Coaching Workforce
Acknowledgements
The Study Guide has been written by Tom Mitchell, Camilla Knight, Sheelagh Quinn, Declan O’Leary and Sergio Lara-Bercial with editorial support by Ann McMahon and Michael Joyce.
Disclaimer
The European Commission support for the production of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use, which may be made of the information contained therein.
Project Team: Sergio Lara-Bercial, Julian North, A.J. Rankin-Wright, Marieke Fix, Nicolette Schipper-van Veldhoven, Declan O’Leary, Sheelagh Quinn, Kris Van Der Haegen, David Gibas, Rafael Navarro, Sonia García, Pedro Lara-Bercial, Renata Rutkauskaite, Irena Cikotiene, Ladislav Petrovic, Judit Balogh and Birute Statkeviciene. www.icoachkids.eu @iCoachKidsEU Copyright © 2019 by iCoachKids
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Contents
iCoachKids MOOC 2 - Chapter 2 Making Sport Inclusive
Page
Study Guide Introduction
Chapter 2, Introduction Error!
Bookmark not defined.2
Chapter 2, Section 2 - Part 1
Exploring Inclusion in Sport 13
Chapter 2, Section 2 - Part 2
Top Tips to Become an Inclusive Coach 16
Chapter 2, Section 3 - Part 1
The Inclusion Spectrum Framework in Sport 19
Chapter 2, Section 3 - Part 2
The Inclusion Spectrum Framework in Sport 25
Chapter 2, Summary & Conclusions Error!
Bookmark not defined.1
Chapter 2, Closing Tasks
Making Sport Inclusive 39
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iCoachKids MOOC 2 Study Guide
Introduction
“A coach’s primary mission is to help sport participants develop not only
as athletes, but also as people. To fulfil that aim, a coach needs
functional and task-related competences that are underpinned by
knowledge and reflection.”
From the European Sports Coach Framework (p. 39)
Congratulations Coach, by engaging in the iCoachKids MOOC 2, you
have demonstrated that you have an open mind to learning more about
coaching children and to further developing your own coaching skills.
Improving your coaching takes time and effort. Coach development
should proceed in a progressive and sustainable way. Such an
approach takes into consideration your stage of development as a
coach, how you learn and which participants the coach is working with.
How Coaches Learn In this MOOC, we recognise that learning is a lifelong process and that
multiple experiences can facilitate the development of your coaching
ability. During your progress through MOOC 2 we have included a
variety of learning experiences to meet the needs of coaches and how
they learn.
A coach is not a blank slate. Whether through personal experiences as
participant or spectator, you arrive to coaching with your own
conception of what it is and how it should happen. The following task
will allow you to consider what you are bringing to your coaching.
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STUDY GUIDE TASK: What Are You Bringing to Your Coaching? (There are no right or wrong replies. This exercise is about you taking
stock of your previous experiences.)
Coaches Learn Best When…
Your Learning and How you Like to Learn
List Your Sports Experience
What Does This Bring to Your Coaching?
Your Education What Does This Bring to Your Coaching?
Life Experience/Learning
What Does This Bring to Your Coaching?
Other Things You Think/Feel Reflect You
What Does This Bring to Your Coaching?
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Your Learning
In the early stages of coach development, you may benefit strongly from
learning opportunities provided through formal education – in MOOC 2
this is reflected in what you read and the personal tasks that you
undertake in applying this knowledge into your coaching. This can be
seen as laying a knowledge foundation. These activities challenge or
confirm initial personal theories and support the creation of a child-
centred framework that helps coaches organise and make sense of
their coaching practice.
As you continue to develop as a coach, non-formal learning
opportunities become more relevant. Your interaction with the children,
other coaches, parents, mentors and open source material provides a
chance to check and challenge your emerging philosophy and way of
doing things as well as gaining new knowledge. In MOOC 2 this is
reflected in activities and tasks you do with others and in your
environment.
It is important to note that much of coaches’ learning takes place on the
job. As a coach, your self-awareness and your ability to reflect on your
experiences are essential to this.
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STUDY GUIDE TASK: How Coaches Learn Best and How You Like to Learn
The column on the left is what research says about how coaches learn
best. The column on the right is for you to: reflect on these statements;
identify whether they may apply to YOU; and if they mean anything for
YOUR LEARNING. This will develop you SELF-AWARENESS of how
you like to learn:
Coaches Learn Best When…
Your Learning and How you Like to Learn
• Their prior experiences and abilities are recognised and they are encouraged to reflect and build on them
• They are motivated to take responsibility for learning and are given opportunities to drive it and direct it to their own needs
• The application of what is being learned to the practical context in which they coach is clear and facilitated
• The topics and learning materials are clearly relevant
• The climate is positive and supportive to minimise anxiety, encourage experimentation and challenge them appropriately
• Interaction and sharing with other coaches is promoted
• A variety of learning activities is offered
• They experience some success and gain feedback
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that builds their self-confidence
If you have completed these two STUDY GUIDE TASKS, you will have
started to engage in the learning process promoted in the iCoachKids
MOOCs. You will have identified what you are bringing to coaching
children; and how you learn.
Well done and read on to learn more about how the MOOC 2 Study
Guide is laid out to assist you in your learning, how the content can be
applied into you coaching and to your growth as a CHILD-CENTRED
COACH of children.
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MOOC 2 Study Guide Structure
In MOOC 2, your development as a coach is promoted using a blended
learning package composed of various activities to foster learning (for
example, reality-based activities, problem-based learning, practical-
coaching opportunities and reflection in/on action). This will promote
knowledge gains and behavioural change and encourage you to seek
additional self-directed learning opportunities.
The following HEADINGS and icons will signify different activities you
will undertake in the MOOC 2 Study Guide:
VIEW – This is the video track linked to the Chapter and Section
of the Study Guide you are considering
READ – This is the content knowledge that is outlined in the video
track. It gives you the opportunity to examine the content at your own
pace and/or to review in writing what is verbally outlined in the video
STUDY GUIDE TASK – This is an activity that will get you to
consider how the content you have viewed/read may apply during your
coaching with the children that you coach, and reflect on how you may
change your coaching behaviours
PERSONAL COACHING TASK: This is an activity that will get you
to apply the content into your coaching, with the children you coach,
and to reflect on how it went for the children and for you. You may need
to do these tasks a number of times and reflect on them to be able to
fully apply the content into your coaching, in line with your coaching
philosophy and to the benefit of the children
COACHING WITH OTHERS – This is an activity that will get you
to engage other coaches you work with to discuss, apply, try, observe,
get feedback from and reflect on how they see/feel your coaching is
developing, and how the content can be applied by you and the other
coaches. It may also encourage you to engage other relevant people,
like parents, referees, club officials and even the children you coach!
COACHING IN YOUR ENVIRONMENT – This is an activity that
will get you to consider how child-centred is the approach of your
club/school/community group. You will then consider/discuss what
changes may be made to become a more child-centred coach.
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QUIZ – At the end of each chapter there will be a quiz for you to
complete. This will give you a chance to re-enforce your learning by
getting you to re-visit some of the main ideas covered in the chapter
and hoe they can apply to your coaching. Approach the questions in an
‘open-book’ format, which allows you to re-read the sections of the
study guide before you write your answer.
CHAPTER CLOSING TASKS – Each chapter will end with some
tasks that will get you to consider/apply the ideas and coaching tools
covered in the chapter into your coaching. The tasks may include:
PERSONAL COACHING TASKS
COACHING WITH OTHERS
COACHING IN YOUR ENVIRONMENT
FURTHER VIEWING/READING – By its nature, only a certain
amount of content is included in the MOOC. If you want to learn more
about a topic, this will direct you to additional materials to view or read
Your Development Journey as a Children's Coach
Working with children can be a very worthwhile and positive experience
for people. With the growing knowledge and the approach put forward
in the iCoachKids MOOCs, this experience can be positive for each and
every child, as well as for each and every coach.
It’s over to you now to take the responsibility to grow your coaching
knowledge and ability. Enjoy the journey coach!
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iCoachKids: MOOC 2 Study Guide - Learner Activity Tracker: Chapter No 2 Name: _________________________________ Date: _______________________________
As you complete each of the activities in each of the sections, please put a tick in the circle. This will allow you to track what you have completed and where you can restart when you return to the Study Guide after a break.
Study Guide Activity / Chapter Section
VIEW / READ
/
PRE-CHAPTER /
STUDY GUIDE TASK
PERSONAL COACHING
TASK
COACHING WITH
OTHERS
COACHING IN YOUR
ENVIRONMENT
QUIZ
CHAPTER CLOSING
TASKS
FURTHER VIEW / READ
Introduction
Section 2.1
Section 2.2
Section 2.3.1
Section 2.3.2
Summary / Conclusion
If you have completed each of the activities in each section and the Learner Activity Grid is complete. WELL DONE! You can move to the next
chapter.
Chapter 2
Introduction
VIEW AND/OR READ
You can view this section on the online MOOC:
https://www.youtube.com/watch?v=cmXmaKk-YDg&t= or you can read
it in the Study Guide. If it re-enforces your learning, you can do both.
Introduction
Great that you came back for Chapter 2!
Sport stopped being just for elite athletes a long time ago. Today
millions of coaches across the world help children, adolescents and
adults fulfil their sporting goals - be they Olympic glory or Sunday
morning walking football.
Nations, federations and clubs are taking significant steps to ensure
that regardless of nationality, race, creed, gender, sexual orientation,
socioeconomic status, disability or level of ability everyone can
participate and make the most of physical activity and sport.
This chapter is fully dedicated to help sport coaches create inclusive
sport environments where the ideals of Sport for All can be realised.
Specifically, on completion of this chapter you will be able to:
1. Understand what inclusion means in sport
2. Apply the key principles of inclusion to your sessions and
programmes
We would like to thank world leading experts, Dr Leanne Norman from
Leeds Beckett University and Ken Black from The Inclusion Club who
have contributed to the development of the contents of Chapter 2.
Ok, let’s get started on the road to inclusive sport.
Please move on to the next section where we will explore what inclusion
really means.
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Keep Calm and Coach On!
Chapter 2, Section 2, Part 1
Exploring Inclusion in Sport
VIEW AND/OR READ
You can view this section on the online MOOC:
https://www.youtube.com/watch?v=PCW9JfTNLjI&t= or you can read
it in the Study Guide. If it re-enforces your learning, you can do both.
What does it mean to be an Inclusive Coach?
As a coach, what does the term inclusive mean to you? What does it
mean to be an inclusive coach? In sport, we often think that ‘inclusion’
relates exclusively to disability sports or under-represented groups,
such as Women, those who are Black or Minoritised Ethnic, or those
from economically disadvantaged backgrounds.
We often also think that the term ‘inclusion’ relates solely to sport at a
participatory level. So, when you hear the term ‘inclusion’, what words
does it conjure up to you: access, equality, equality of opportunity,
equity perhaps? Let’s broaden our definition of what it means to be an
‘inclusive coach’.
Inclusive = Ensuring Everyone’s Belonging + Improvement
Let us reconsider it as a matter of simply being a coach who can
positively and effectively ensure that every athlete in front of them feels
part of the team or the club; that they have that personal relationship
with you, and whatever their needs, depending on whoever they are,
you will be able to ensure they improve to be the best athlete they can
be. At all levels of the sporting structure.
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Therefore, to be an inclusive coach does not just relate to working with,
for example, only athletes with a disability. It is much more centred on
having the right relationships with your athletes. As you will already
know from what you read in Chapter 1, having a positive coach-athlete
relationship is the heartbeat of performance.
Inclusion starts with building great relationships
We already have a strong body of research that details the benefits for
athletes through having the right and most appropriate relationship with
their coach. Such benefits include increased satisfaction, increased
motivational levels, more positive moods, feeling a greater sense of
support, and a reduction in anxiety. And in order to build that
relationship and therefore to achieve improved performance, coaches
need to be able to be flexible and tailor their practices to the individual
needs of their athletes. Whoever they are.
Positive Relationships lead to:
• Increased satisfaction
• Increased motivation
• More positive moods
• A greater sense of support
• A reduction in anxiety
Get to know your participants
As coaches, therefore, we need to be responsive to athletes’ differing
needs and expectations. And to be responsive, and therefore inclusive,
we should build up a bank of extensive and in-depth knowledge of the
individuals that make up your group. You cannot plan and deliver
effective sessions without it.
For instance, some strategies that support one person may serve to
exclude another. And during sessions, be prepared to be flexible. Your
plans may need to be adapted based on whether they are working or
not. Therefore, the heartbeat of being an inclusive coach is a coach that
focuses on relationships. Become a relational expert if you want to be
an inclusive coach.
Become a Relational Expert
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Two-way Interaction
Now, relationships are reciprocal; it requires a two-way interaction that
is based on an understanding of all of the social actors involved. So, in
order to be a more inclusive coach, you must critically reflect on who
you are as a coach within your relationships with your athletes.
Consider how this will impact each athlete in front of you. Consider -
what are some of your own existing beliefs and ideas about your
athletes, and of certain social groups? Reflect on these assumptions
and challenge them if necessary.
For example, what are your thoughts as to the capabilities and
competences of female athletes? On what basis are these ideas
founded? Are they supported by evidence like the performances of the
female athletes in front of you? How do these assumptions influence
your coaching ideas and practices?
Become an Expert on Yourself
(Revisit MOOC 1, Chapter 2 and the work you did there)
So, take the time, as you build up your knowledge of your athletes, to
reflect on who you are in this process and what ideas you bring as an
individual in relation to the skills and abilities of your different athletes.
In order to do this, it may be useful to carry out some background
research or reading, for example: Equity and Inclusion in
Physical Education and Sport, Stidder & Hayes (2012), more
generally as to how sport has historically served to include some, while
exclude others. This will ensure you have a broader contextual
knowledge of sport and the role that coaches can play to ensure these
patterns are not repeated.
It will also help make sure that your group is in a space where all your
athletes feel they can achieve what they want to achieve, whoever they
are, with your support and understanding of who they are as individuals.
Ok, so let’s get practical now. Please move on to the next section where
we will give you some top tips towards becoming an inclusive coach.
Keep Calm and Coach On!
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Chapter 2, Section 2, Part 2
Top Tips to become an Inclusive Coach
VIEW AND/OR READ
You can view this section on the online MOOC:
https://www.youtube.com/watch?v=A7JdwBn9l0o&t= or you can read it
in the Study Guide. If it re-enforces your learning, you can do both.
Introduction
Hey there Coach! Glad you are still with us!
In the previous section, we gave you an overall view of what inclusion
and being inclusive means in sport. In this section we are going to get
right down to ground level and give you some top tips towards becoming
an inclusive coach!
Here we go.
1. Focus on the positives: Focus on what your athletes can do, rather
than what they can’t. Think positive and forward!
2. Become a relational expert: Learn, listen, and communicate.
Especially if you are a coach of a group or team because this will make
it harder for you to tend to individual needs. Keep in mind that some
athletes may require your attention more than others. Just keep
communicating with those you coach.
3. Reflect on YOU and YOUR beliefs and behaviours: Reflect on who
YOU are in the process as part of the coach-athlete relationship and
how this will influence your relationship with your athlete. This is not a
‘them’ and ‘us’ situation; relationships are reciprocal and will be
influenced by how all the social actors involved, act and present
themselves. Examine your coaching styles, the language you use for
example, do you use phrases like, “don’t throw like a girl” to your
athletes? Also review your coaching practices, and the symbols you use
in your coaching spaces to ensure they are inclusive.
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4. Become more informed: The eyes are useless if the mind is blind.
Understand how sport serves to include or exclude others, such as
particular groups of women, or the barriers to performance for
individuals with particular religious’ beliefs. Speak to your governing
bodies or other experts about some of the issues in order to understand
more fully the context in which you are coaching. And how this has
shaped how your athletes ‘show up’ in training or in performance.
5. Redefine Inclusion: Redefine your understanding of the term
‘inclusion’. To be inclusive, you need to be a responsive, flexible,
relational coach who is an equitable practitioner. This is not just about
access or giving equal opportunities. It is about having the right beliefs
and values, and structures of support.
6. Challenge and educate your athletes to be inclusive too: For
example, challenge non-inclusive language or practices within your
group or team. Do your athletes have initiation ceremonies that are
harmful? Are team songs sung that are not appropriate? When you
invite athletes to social events, do you make sure athletes are invited to
bring ‘partners’ rather than just members of the opposite sex, such as
‘girlfriends’ or ‘boyfriends’ (in the case of women’s or girls teams)?
Conclusion
There you go! Some very practical tips towards becoming an inclusive
coach.
1. Focus on the positives
2. Become a relational expert
3. Reflect on YOU and YOUR beliefs and behaviours
4. Become more informed
5. Redefine inclusion
6. Challenge and educate your athletes to be inclusive too
In the next section, you will see the very useful Inclusion Spectrum
Framework which will make your life as an inclusive coach, way easier.
Keep Calm and Coach On!
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Personal Coaching Task:
Identify 3 actions that will make YOU a more inclusive coach. Include
these in your coaching, then reflect on them after sessions. Also,
discuss inclusion with you co-coaches.
Coaching in Your Environment Task
Identify 3 actions that will make your club more inclusive. Discuss with
the club and see what actions will be taken.
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Chapter 2, Section 2, Part 3.1
The Inclusion Spectrum Framework in Sport
VIEW AND/OR READ
You can view this section on the online MOOC:
https://www.youtube.com/watch?v=y99RoyFimww or you can read it in
the Study Guide. If it re-enforces your learning, you can do both.
Introduction
In the previous sections of this chapter we had a look at the idea of
Inclusion in Sport. We saw what it means, and how we can create
inclusive sport opportunities for a whole range of diverse participants.
In the next two sections, we are going to focus on how to create and
deliver inclusive activities that allow all involved to experience success,
improve and enjoy participation.
It is important to understand that the principles and ideas we are going
to cover are not only applicable to participants with a disability, but very
useful to ensure that all participants regardless of their level of ability
can thrive. These are recommended for all coaches not only those in
disability sport.
We are very fortunate that the content for these sections has been
developed by Ken Black, founding director of The Inclusion Club
(https://theinclusionclub.com/). Ken is one of the most influential
authors and thinkers of the last 30 years in this field. Thanks Ken!
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The Inclusion Spectrum Framework: An Activity-Centred Approach to Inclusion
One of Ken’s biggest contributions to this area is the Inclusion
Spectrum Framework which he developed with his colleague Pamela
Stevenson.
The Inclusion Spectrum is an activity-centred approach to the inclusion
of young people of all abilities in sport. Inclusion can be achieved by
changing the way in which the activity is presented by providing
coaches and volunteers with different methods of supporting inclusion.
The Inclusion Spectrum consists of five different, but complementary,
approaches to the organisation of physical activity. This gives coaches’
different options when considering the varied needs of their athletes at
any level.
For every situation, the most appropriate level of inclusion can be
selected dependent upon factors like:
• the composition of the group
• the nature of the activity
• the environment (for example, indoor or outdoor)
• the available equipment
• the number of coaches’ present
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The Inclusion Spectrum Framework consists of five activity types:
1. Open Activity
2. Modified Activity
3. Parallel Activity
4. Separate Activity
5. Disability Sport Activity
Let’s go through them one by one.
1. Open Activity: In Open activities, everyone does the same activity
with minimal or no adaptations to the environment or equipment. Open
activities are by their nature inclusive so that the activity suits every
participant.
Open Activities = All do the same activity
For example: warm-up or cool down activities enable every participant
to engage in the way that suits their abilities.
Other possibilities include cooperative or unstructured movement
games such as:
• Unstructured play
• Collecting or gathering games
• Parachute or play canopy games
• Action songs or music or rhythm-based activities
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2. Modified Activity: In Modified activities, everyone participates in the
same activity but the space, rules, equipment or the way that players
interact are adapted to promote inclusion regardless of individual
abilities.
Modified Activities = All do same activity with some modifications
For example:
• Playing basketball with a variety of targets, such as a lowered
basket, a hoop taped to the wall or a box on the floor so that
participants choose to score in the target most suited to their
abilities
• Balance an activity between mobility-impaired and non-disabled
participants by restricting the space available to the more agile
partner
STEP Model
A simple adaptation tool that can aid modification in any part of the
Spectrum is the STEP model. This acronym represents elements of
activities we can modify to make them more inclusive like:
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S – Space
T – Task
E – Equipment
P – People
We will cover the STEP Model in detail in the next section.
3. Parallel Activity: In Parallel activities, although participants follow a
common activity theme, they do so at their own pace and level by
working in groups based on their abilities.
Parallel Activity = Same activity in ability-based groups
For example:
• Two groups can play a seated and standing version of a game
and participants play the version most suited to their abilities
• Players in a volleyball game can be divided into three groups,
playing with no barrier, a low net, or a net at regulation height
4. Separate Activity: The Separate activity approach emphasises
that, on occasions, it may be better for a young person to practice sports
individually or with peers of a similar ability.
Separate Activity = Different activity and space
For example, it may be more effective to withdraw an individual in order
to practice individual sports skills to enable successful re-integration
into a game situation with the rest of the group at a later stage.
5. Disability Sport Activity: Disability Sport activities can be
seen as ‘reverse integration’ where non-disabled young people are
included in disability sports together with disabled peers.
Disability Sport Activity = Reverse Integration
For example, using the Paralympic sports of Goalball, Boccia, or
Sitting Volleyball as a basis for an inclusive game.
That’s it coach – The Inclusion Spectrum Framework!
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Conclusion
That was the Inclusion Spectrum Framework. It will help you create
and deliver inclusive activities where all participants can thrive.
Remember that the principles are not restricted to assisting the
inclusion of young people who have special needs or a disability, but
that it can be used to provide opportunities at appropriate levels for all
participants.
Inclusion Spectrum Framework = Opportunities for All
Thanks for reading and please move on to the next section where we
will explore the STEP model in detail.
Keep Calm and Coach On!
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Chapter 2, Section 2, Part 3.2
The Inclusion Spectrum Framework in Sport
VIEW AND/OR READ
You can view this section on the online MOOC:
https://www.youtube.com/watch?v=CIq8J0tmZZA&t= or you can read it
in the Study Guide. If it re-enforces your learning, you can do both.
Introduction
I hope you enjoyed the previous section about the Inclusion Spectrum
Framework developed by Ken Black and Pam Stevenson. Ken,
Founding Director of The Inclusion Club has been so kind to help us
develop the content for these sections. Thanks Ken!
In the first section, we saw that the framework contains five different
types of activities to help create and deliver inclusive sport sessions.
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Let’s remind ourselves what these were:
1. Open Activity
2. Modified Activity
3. Parallel Activity
4. Separate Activity
5. Disability Sport Activity
When we talked about 2. Modified Activity, we introduced a simple
adaptation tool that can aid modification in any part of the Spectrum:
The STEP Model. This is a very simple tool that we guarantee will have
a before and after effect in your coaching if you have never seen it
before.
The acronym STEP represents elements of activities we can modify to
make them more inclusive like:
• Space
• Task
• Equipment
• People
Variations to each of these elements will make the activity easier or
harder and thus allows coaches to fine-tune their game or skill to make
sure it is at the right level so participants can enjoy it and improve in
equal measure.
Let’s cover them one by one.
Space
Space can be modified in many ways. For example, increasing or
decreasing the playing area depending on the mobility of the
participants or varying the distance to a target.
• Increase or decrease playing area
• Vary distance to target
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Task
The Task can be varied in many ways too. For example, trying different
ways of performing the same task – such as throwing a ball overarm,
underarm or with both hands, and breaking skills down into smaller
component parts.
• Different types of performing same task
• Break down skill into parts
Equipment
The Equipment can also be modified too in multiple ways. For example,
using different size balls to suit the abilities of the participants or using
bell or sound balls to assist players who have difficulty in tracking ball
movement.
• Different size of balls/racket/net etc.
• Bells and sound balls
People
People can be organised in different ways to support inclusive practice.
For example: match players of similar ability in small-sided or close
marking activities or balance a team game by playing with teams of
unequal numbers where a few players with higher ability can play
against a bigger team of players still developing their abilities.
• Match players of equal ability
• Unequal numbers teams
What do you think? Useful isn’t it?
STEP Model in Coaching
Now, the beauty of STEP is that, in addition to being used to promote
inclusion, it can also be used in regular coaching sessions. There it can
serve the purpose of modifying and conditioning activities and games
so you can exaggerate certain situations or encourage participants to
perform certain technical skills or to find tactical solutions to particular
problems.
STEP can also be used to:
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• Exaggerate certain situations
• Encourage certain skills
• Recreate tactical scenarios
• Make an activity easier by using less defenders
• Make an activity harder by using more defenders
For instance, imagine the typical Rondo in football where a team of
players is passing the ball to each other whilst another team is trying to
take it off them.
Rondos are drills where one group of players has the ball with overload
advantage (3v1, 4v2, 5v2, 6v3) over another group of players
For instance, by adjusting the:
Space: Making the space smaller you would be forcing players to
improve the quickness of their decision-making and the accuracy of
their passing and receiving because the margin for error would be
smaller.
Task: In terms of the task, by allowing the team in possession to move
between spots you would be encouraging an understanding of space
and timing.
Equipment: As for the equipment, by making the ball smaller or harder
you would be encouraging better ball control.
People: For people, by giving the defensive team more players you
would be promoting quickness and accuracy in the offensive team.
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• Space: Smaller space = Quicker decision-making and higher
accuracy
• Task: Allow movement = Space and Timing
• Equipment: Smaller ball = better ball control
• People: More/less defenders = offensive quickness and
accuracy
What do you think coach? A very useful tool indeed!
Conclusion
That was the STEP Model part of the Inclusion Spectrum Framework.
These tools will help you create and deliver inclusive activities where all
participants can thrive.
• Space
• Task
• Equipment
• People
Please remember that the principles are not restricted to assisting the
inclusion of young people who have special needs or a disability, but
that it can be used to provide opportunities at appropriate levels for all
participants.
Thanks for reading! You can now move on to the summary section and
then the quiz!
Best of luck with everything!
Keep Calm and Coach On!
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Personal Coaching Task / Coaching with Others Task
You can do this task by yourself and do it with other coaches. Pick one
of the activities/drills/games you use the most. Then describe it in terms
of STEP; and create 2 different adaptations. Explain what each
adaptation will do to the activity and the participants.
STEP Model (with examples)
• Space: Smaller space = Quicker decision-making and higher
accuracy
• Task: Allow movement = Space and Timing
• Equipment: Smaller ball = better ball control
• People: More/less defenders = offensive quickness and
accuracy
Activity Name:
Description: Adaptation 1 (If any) & Impact
Adaptation 2 (If any) & Impact
Space
Task
Equipment
People
31
Chapter 2
Summary & Conclusions
VIEW AND/OR READ
You can view this section on the online MOOC:
https://www.youtube.com/watch?v=pvM9j8csUEk&t= or you can read
it in the Study Guide. If it re-enforces your learning, you can do both.
Introduction
Great work reaching the end of Chapter 2!
In this chapter we have shared with you some knowledge and practical
tools to help you create inclusive sport environments where the ideal of
Sport for All can be realised.
Inclusion
We started by making it clear that inclusion in sport is not only about
disability or underrepresented groups. Inclusion is about a much
bigger number of issues and strategies related to the main goal of
making sport accessible and welcoming for everyone.
Inclusion is about making sport accessible and welcoming for
everyone
We made it clear that central to this goal is the need to get to know the
people you coach and to build positive relationships with them that allow
you to cater for their needs and to remove any barriers to participation,
enjoyment or improvement.
Inclusion Keys
1. Get to know the participant
2. Build a positive relationship
32
We also offered six key strategies to become an inclusive coach:
1. Focus on what your athletes can do
2. Become a relational expert
3. Reflect on YOU and your values and beliefs
4. Improve your knowledge of the key issues
5. Redefine your understanding on inclusion, and
6. Challenge and educate your participants to be more inclusive
too
Inclusion Spectrum Framework
We then used the Inclusion Spectrum Framework developed by Ken
Black and Pam Stevenson to show you how different ways of organising
your activities can help support inclusion in your sessions. Specifically,
we saw 5 types of activities:
1. Open Activity
2. Modified Activity
3. Parallel Activity
4. Separate Activity and
5. Disability Sport Activity
STEP Model
Finally, we reviewed a very simple and effective tool, the STEP Model
that can be used to modify activities to achieve inclusion or to tone up
or down their complexity. Can you remember what STEP stands for?
That’s right:
33
• Space
• Task
• Equipment
• People
That was it! We hope this chapter has helped you develop a greater
understanding of Inclusion in Sport and given you some tools and
ideas to become a more inclusive coach.
Now go and smash the quiz before moving to Chapter 3 where we will
explore in detail how children grow and develop and what it means for
us as coaches.
Good luck with everything and thanks again for being a children’s
coach!
Keep Calm and Coach On!
34
STUDY GUIDE TASK: QUIZ
1. Inclusion in sport is about (more than one right answer):
a) Making sport accessible and welcoming for everyone
b) Removing all barriers to participation, enjoyment and
improvement
c) Getting as many disabled people as possible playing your sport
2. The 2 keys to inclusion are:
a) Increasing promotion and recruitment
b) Knowing your participants and building positive relationships
c) Being patient and considerate
3. To become a more inclusive coach (more than one right
answer):
a) Focus on what your athletes can do and become a relational
expert
b) Reflect on your values and beliefs and redefine your
understanding on inclusion
c) Improve your knowledge of the key issues and challenge and
educate your participants to be more inclusive too
4. The Inclusion Spectrum Framework:
a) Explains the different types of disabilities children can have
b) Contains games to suit all abilities
c) Offers different ways of organising your activities to support
inclusion
35
5. The most appropriate level of inclusion can be selected based
upon factors like (select all that apply):
a) The composition of the group
b) The quality of WIFI
c) The nature of the activity
d) The environment (for example, indoor or outdoor)
e) The available equipment
f) The number of coaches’ present
6. The Inclusion Spectrum Framework contains 5 types of
activities:
a) Open Activity, Mirroring Activity, Parallel Activity, Separate
Activity and Disability Sport Activity
b) Open Activity, Modified Activity, Parallel Activity, Separate
Activity and Disability Sport Activity
c) Open Activity, Modified Activity, Peripheral Activity, Separate
Activity and Disability Sport Activity
7. In Parallel Activity,
a) All children do the same activity together
b) Children do different activities
c) All children do the same activity in similar ability groups
8. Separate Activity is a good option to:
a) Help a child master a particular skill before re-integrating into
the main group
b) Keep naughty children away from the main group as a
punishment
c) Foster group cohesion
9. The STEP model stands for:
a) Space, Time, Equipment, People
b) Space, Task, Equipment, People
c) Structure, Task, Equipment, People
10. The STEP model can be used to (more than one right answer):
36
a) Modify activities to support inclusion
b) Exaggerate certain elements of a skill/tactic to enhance learning
c) Segregate children of low ability
37
Q1
Inclusion in sport is about (more than one right answer):
a) Making sport accessible and welcoming for everyone
b) Removing all barriers to participation, enjoyment and improvement
Q2
The 2 keys to inclusion are:
b) Knowing your participants and building positive relationships
Q3
To become a more inclusive coach (more than one right answer):
Focus on what your athletes can do and become a relational expert
Reflect on your values and beliefs and redefine your understanding on
inclusion
Improve your knowledge of the key issues and challenge and educate
your participants to be more inclusive too
Q4
The Inclusion Spectrum Framework:
c) Offers different ways of organising your activities to support inclusion
Q5
The most appropriate level of inclusion can be selected based upon
factors like (select all that apply):
a) The composition of the group
c) The nature of the activity
d) The environment (for example, indoor or outdoor)
e) The available equipment
f) The number of coaches’ present
Q6
The Inclusion Spectrum Framework contains 5 types of activities:
b) Open Activity, Modified Activity, Parallel Activity, Separate Activity
and Disability Sport Activity
38
Q7
In Parallel Activity,
c) All children do the same activity in similar ability groups
Q8
Separate Activity is a good option to:
a) Help a child master a particular skill before re-integrating into the
main group
Q9
The STEP model stands for:
b) Space, Task, Equipment, People
Q10
The STEP model can be used to (more than one right answer):
a) Modify activities to support inclusion
b) Exaggerate certain elements of a skill or tactic to enhance learning
39
Chapter 2 - Closing Tasks
Making Sport Inclusive
VIEWING/READING
Sport Ireland Coaching, Coaching Children Workshops – Factsheets:
https://www.sportireland.ie/coaching/coaching-children-workshop
The Inclusion Club Website:
https://theinclusionclub.com/
The Inclusion Spectrum, planning sport activities for everyone:
https://inclusivesportdesign.com/tutorials/the-inclusion-spectrum-
planning-sport-activities-for-everyone/
Inclusion in sport: disability and participation:
https://www.tandfonline.com/doi/full/10.1080/17430437.2016.1225882